I dagens stadsplanerings saknas det allmänt erkännande metoder för hur utvärdering av social hållbarhet i planering ska gå till. Forskning inom planering belyser att det även finns en brist på utvärdering efter genomförandeskedet i stadsplaneringen. Det finns även en insikt inom forskningen att resultat av planer kan få oväntade effekter, denna insikt har ökat efter att de sociala aspekterna integrerats mer i planeringen. En positiv aspekt av utvärdering i efterhand är att den ger nytta i form av ett lärande, planeringsteorin har visat ett behov av effektanalys för att förklara resultat. Vidare lever vi i en komplex föränderlig värld som således påverkar stadbyggnadsprocessen, det finns en komplexitet som kommer av projektets omfattning över tid.  Dessa problemformuleringar ligger till grund för denna studie. Syftet är således att skapa ökad förståelse för hur svenska kommuner arbetar med utvärdering av stadsbyggnadsprojekt i relation till mål kring social hållbarhet. Vidare undersöks även vad som sker efter att en utvärdering ägt rum - det vill säga om det finns ett lärande i samband med utvärdering. Studien åskådliggör hur utvärderingar genomförs genom att exemplifiera fyra kommuner som arbetar med utvärdering i olika omfattning. Kommunernas metoder för att utvärdera framhävas samt deras sätt att arbeta med lärande i organisationen. Studien belyser även sambandet mellan sociala projektspecifika mål i relation till utvärdering. Vidare berörs temat om utmaningar med utvärdering, detta framgår både från kommuner som intervjuats samt via enkät. De vanligaste utmaningarna är främst: vem som bär ansvaret för en utvärdering, att det är svårt att mäta, att kommuner har hög arbetsbelastning, ekonomiska hinder, att politiken ej lagt resurser eller inte visar intresse samt utmaningar med lärandet efter en utvärdering.  Studiens empiriska material grundar sig i en kvalitativ ansats bestående av åtta intervjuer och tolv enkätsvar från svenska kommuner. Samt en intervju med tjänsteperson från Boverket, intervjun med Boverket berör frågor inom samma tema som kommunerna besvarar. Det empiriska materialet kompletterats med relevanta dokument från kommunerna och Boverket vid behov.  I denna studie framgår även förbättringspotential för framtida arbete med utvärdering av social hållbarhet i stadsbyggnadsprojekt. Det första förslaget handlar om att kommuner bör arbeta med tydliga konkreta sociala hållbarhetsmål för att veta vad de ska utvärdera. Det andra förslaget berör en gemensam syn på utvärdering, att den följaktligen inte bör uppfattas som bestraffning. Det tredje temat nämner indikatorer, dessa bör fokusera på den lokala kontexten samt finnas med avsikt att leda till reflektion och förbättring. Den fjärde åtgärden belyser att goda exempel i stadsplaneringen bör framhävas samt att ett strategiskt urval av projekt bör väljas ut vid utvärdering. Slutligen beskrivs lärandet som en gemensam process som bör ske kollektivt istället för endast individuellt. Avslutningsvis redogörs värdet av lärande utvärdering inom projekt samt i relation till framtida projekt. / Modern urban planning lacks generally recognized methods for evaluating the social sustainability of urban development projects. Research has also shown there is also a lack of evaluation after the implementation stage in urban planning. There is an insight within research that the results of plans can have unexpected effects. This insight has increased after the social aspects were integrated more into the planning. Evaluation can be valuable to planners by providing benefits in forms of shared experiences and learning. Planning theory has shown a need for impact analysis to explain unexpected results in planning projects. Furthermore, we live in a complex changing world which thus affects the urban planning process. These processes are usually very long and can affect projects in various unexpected ways. These problems form the basis of this study. The aim of the study is to create an increased understanding of how Swedish municipalities work with evaluation of social sustainability in urban development projects, furthermore, what happens after an evaluation is also examined - that is, whether there are any learning elements in relation to evaluation in practice. The study illustrates how evaluations are carried out with four examples of municipalities that work with evaluation to different extents, the study highlights the municipalities’ evaluation methods, as well as the municipalities’ ways of working with learning in the organization. The study also highlights the connection between evaluation and social project-specific goals. Furthermore, the study emphasizes the challenges municipalities often face with evaluation through a qualitative approach combining interviews and surveys. The most common challenges the study found were: difficulty determining who is responsible for an evaluation, difficulty determining evaluation criteria, high municipal workload, financial cost, lack of resource allocation or political interest, and difficulty communicating knowledge received after an evaluation. The study is based on eight interviews and twelve survey responses from Swedish municipalities, as well as an interview with an person from the Housing Agency Boverket. The interview with Boverket contains the similar questions as those asked to the municipalities. The material has been supplemented with relevant documents from the municipalities and the Swedish Housing Agency where necessary. The study shows potential for improvement in evaluation of social sustainability in urban development projects and provides six proposals for steps municipalities can take to accomplish this. The proposals are: that municipalities should work with clear and concrete social sustainability goals in order to know what to evaluate; that municipalities should create a shift in the mentality towards evaluation away from the common perception of evaluation as a form of punishment; that chosen indicators in a project should focus on the local context and exist with the intention of leading to reflection and improvement; that good examples in urban planning should be highlighted and that a strategic selection of projects should be selected during evaluation; that learning should be emphasized as a joint process which must take place collectively rather than just individually; and that the municipality should emphasize value of learning evaluation within projects and in relation to future projects.

SOUZA, Francisco Antônio de Araújo e. Avaliação e planejamento para o desenvolvimento institucional de universidades. 2010. 636f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T14:04:01Z No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T16:12:43Z (GMT) No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) / Made available in DSpace on 2012-07-11T16:12:43Z (GMT). No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) Previous issue date: 2010 / Develop the concept of institutional development for the Brazilian contemporary university is a complex problem: to be a new issue, the conceptual underpinnings are not consolidated, there are no studies and surveys that indicate features, obstacles, and evidence of this phenomenon. This thesis, which started as a study in the Graduate Program in Education of the Federal University of Ceará (UFC), aimed to address this issue as a central criterion for proposing, through the categories of analysis Evaluation, Planning and Sinaes a model of institutional development as a precondition to indicate, in addition to the quality dimensions of university based in the National Evaluation System of Higher Education of Brazil (Sinaes), its social relevance. With this intention, we sought the tasks laid down by the Brazilian universities, while regarding the main elements, functions or structures, which were organized into twenty categories of analysis, allowing to characterize the contemporary university in Brazil, based on their mission, while its ratio institutional. In this analysis it was found that most often the Brazilian university is characterized by offering Teaching and Research, Knowing and Knowledge, Humanistic Education & Professional with the purposes of: Development & Progress, Society & Community, Social Inclusion and Citizenship. Based on this understanding of the subject field, the multiple references and transdisciplinarity, characterized the process of institutional development of the university and its obstacles, coming to the conceptions of society, subject and institution to propose a model where the main obstacle to institutional development , identified as the disconnection between the macro assessment and institutional planning, was overcome. To put the education in the world and in Brazil included the analysis of the Organization for Economic Cooperation and Development - OECD, contained in the report Education at a Glance: OECD lndicators Report 2007 on the model CIPP proposed by Stufflebeam, with results presented in form of tables, charts and graphs. Thus, the proposed model is a first approach to examining the institutional development of the university in a Brazilian contemporary socio-historical perspective, organized by systemic analysis, and institutional critique, which found that culture is the main factor in this phenomenon, there is no single model for institutional development of the university, which is a necessary task, as a reason for action, capable of guiding the university, your body and its social political and pedagogical project in directions: the economic system of society, the establishment of the organization; the individual-agent to the subject-citizen. A mission to reorient their objectives and institutional projects in addition to teaching, research and extension. / Elaborar o conceito de desenvolvimento institucional para a universidade brasileira contemporânea constitui um grande desafio: por ser uma questão recente, suas bases conceituais ainda não estão consolidadas, inexistindo estudos e pesquisas que indiquem características, obstáculos e evidências desse fenômeno. Esta tese, iniciada como estudo no Programa de Pós-Graduação em Educação da Universidade Federal do Ceará (UFC), procura abordar esse problema como categoria central, para propor, por meio das categorias de análise Avaliação, Planejamento e Sinaes, um modelo de desenvolvimento institucional que venha a indicar como pressuposto, para além da qualidade das dimensões da universidade baseada no Sistema Nacional de Avaliação da Educação Superior (Sinaes), a sua pertinência social. Com essa intenção, buscaram-se, nas missões enunciadas pelas universidades brasileiras, os principais referentes, enquanto elementos, funções ou estruturas, os quais foram organizados em vinte categorias de análise, possibilitando, assim, caracterizar a universidade brasileira contemporânea com base em sua missão enquanto razão de ser institucional. Nessa análise, constatou-se que, com maior frequência a universidade brasileira se caracteriza por oferecer Ensino, Pesquisa e Extensão, Saber & Conhecimento e Formação Humanística & Profissiona, com os propósitos de: Desenvolvimento & Progresso, Sociedade & Comunidade, Inclusão Social & Cidadania. Com base nessa compreensão do campo temático, pela multirreferencialidade e pela transdisciplinaridade, caracterizou-se o processo de desenvolvimento institucional da universidade e seus obstáculos, chegando-se às concepções de sociedade, sujeito e instituição, para propor um modelo em que fosse superado o principal obstáculo ao desenvolvimento institucional, identificado como a desarticulação entre os macroprocessos de avaliação e planejamento institucional. Para contextualizar a educação no mundo e no Brasil, foram analisados os indicadores da Organização para Cooperação e Desenvolvimento Econômico, consignados no relatório Education at a Glance: lndicators Report OECD 2007, com base no modelo CIPP, proposto por Stufflebeam, com resultados apresentados na forma de tabelas, diagramas e gráficos. Assim, o modelo proposto é uma primeira aproximação para análise do desenvolvimento institucional da universidade brasileira contemporânea, numa perspectiva sócio-histórica, organizada pelas análises sistêmica, crítica e institucional, que constatou ser a cultura o principal fator nesse fenômeno; não haver apenas um único modelo para o desenvolvimento institucional da universidade; ser necessária uma missão, como razão para ação, capaz de orientar a universidade, seu corpo social e seu projeto político e pedagógico nas seguintes direções: do sistema econômico à sociedade; da organização à instituição; do indivíduo-agente ao sujeito-cidadão. Uma missão que reoriente seus objetivos e projetos institucionais para além do ensino, da pesquisa e da extensão.

Understanding climate change and variability at urban scale is essential for water resource management, land use planning, and development of adaption plans. However, there are serious challenges to meet these goals due to unavailability of observed and / or simulated high resolution spatial and temporal climate data. Recent efforts made possible the availability of high resolution climate data from non-hydrostatic regional climate model (RCM) and statistically downscaled General Circulation Models (GCMs). This study investigates trends in climate and urbanization and their impact on surface water supply for the city of Addis Ababa, Ethiopia. The methodology presented in this study focused on the observed and projected NIMRHadGEM2- AO model and Special Report on Emissions Scenarios (SRES) of B2 and A2 of HadCM3 model are also employed for rainfall, maximum temperature and minimum temperature data using for climate analysis. Water Evaluation and Planning (WEAP) modeling system was used for determination of climate and urbanization impacts on water. Land-Sat images were analyzed using Normalized Differencing Vegetation Index (NDVI). Statistical downscaling model (SDSM) was employed to investigate the major changes and intensity of the urban heat island (UHI). The result indicates monthly rainfall anomalies with respect to the baseline mean showing wet anomaly in summer (kiremt) during 2030s and 2050s, and a dry anomaly in the 2080s under A2 and B2 scenarios with exception of a wet anomaly in September over the city. The maximum temperature anomalies under Representative Concentration Pathways (RCPs) also show warming during near, mid and end terms. The mean monthly minimum temperature anomalies under A2 and B2 scenarios are warm but the anomalies are much lower than RCPs. The climate under the RCP 8.5 and high population growth (3.3 %) scenario will lead to the unmet demand of 462.77 million m3 by 2039. Future projection of urban heat island under emission pathway of A2 and B2 scenario shows that, the nocturnal UHI will be intense in winter or dry season episodes in the city. Under A2 scenario the highest urban warming will occur during October to December (2.5 ºC to 3.2 ºC). Under RCP 8.5 scenario the highest urban warming will occur during October to December (0.5 ºC to 1.0 °C) in the 2050s and 2080s. Future management and adaptation strategies are to expand water supply to meet future demand and to implement demand side water management systems of the city and UHI / Environmental Sciences / Ph. D. (Environmental Management)

Understanding climate change and variability at urban scale is essential for water resource management, land use planning, and development of adaption plans. However, there are serious challenges to meet these goals due to unavailability of observed and / or simulated high resolution spatial and temporal climate data. Recent efforts made possible the availability of high resolution climate data from non-hydrostatic regional climate model (RCM) and statistically downscaled General Circulation Models (GCMs). This study investigates trends in climate and urbanization and their impact on surface water supply for the city of Addis Ababa, Ethiopia. The methodology presented in this study focused on the observed and projected NIMRHadGEM2- AO model and Special Report on Emissions Scenarios (SRES) of B2 and A2 of HadCM3 model are also employed for rainfall, maximum temperature and minimum temperature data using for climate analysis. Water Evaluation and Planning (WEAP) modeling system was used for determination of climate and urbanization impacts on water. Land-Sat images were analyzed using Normalized Differencing Vegetation Index (NDVI). Statistical downscaling model (SDSM) was employed to investigate the major changes and intensity of the urban heat island (UHI). The result indicates monthly rainfall anomalies with respect to the baseline mean showing wet anomaly in summer (kiremt) during 2030s and 2050s, and a dry anomaly in the 2080s under A2 and B2 scenarios with exception of a wet anomaly in September over the city. The maximum temperature anomalies under Representative Concentration Pathways (RCPs) also show warming during near, mid and end terms. The mean monthly minimum temperature anomalies under A2 and B2 scenarios are warm but the anomalies are much lower than RCPs. The climate under the RCP 8.5 and high population growth (3.3 %) scenario will lead to the unmet demand of 462.77 million m3 by 2039. Future projection of urban heat island under emission pathway of A2 and B2 scenario shows that, the nocturnal UHI will be intense in winter or dry season episodes in the city. Under A2 scenario the highest urban warming will occur during October to December (2.5 ºC to 3.2 ºC). Under RCP 8.5 scenario the highest urban warming will occur during October to December (0.5 ºC to 1.0 °C) in the 2050s and 2080s. Future management and adaptation strategies are to expand water supply to meet future demand and to implement demand side water management systems of the city and UHI / College of Agriculture and Environmental Sciences / Ph. D. (Environmental Management)